A universal design of restructured dimer antigens: Development of a superior vaccine against the paramyxovirus in transgenic rice.

The development of vaccines, which induce effective immune responses while ensuring safety and affordability, remains a substantial challenge. In this study, we proposed a vaccine model of a restructured "head-to-tail" dimer to efficiently stimulate B cell response. We also demonstrate the feasibility of using this model to develop a paramyxovirus vaccine through a low-cost rice endosperm expression system. Crystal structure and small-angle X-ray scattering data showed that the restructured hemagglutinin-neuraminidase (HN) formed tetramers with fully exposed quadruple receptor binding domains and neutralizing epitopes. In comparison with the original HN antigen and three traditional commercial whole virus vaccines, the restructured HN facilitated critical epitope exposure and initiated a faster and more potent immune response. Two-dose immunization with 0.5 µg of the restructured antigen (equivalent to one-127th of a rice grain) and one-dose with 5 µg completely protected chickens against a lethal challenge of the virus. These results demonstrate that the restructured HN from transgenic rice seeds is safe, effective, low-dose useful, and inexpensive. We provide a plant platform and a simple restructured model for highly effective vaccine development.

Design for all A.U.D.I.T. (Assessment Universal Design & Inclusion Tool). A tool to evaluate physical, sensory-cognitive and social quality in healthcare facilities.

BACKGROUND AND AIM: Universal Design (UD) is the design of environments equally accessible and usable to the wider range of people regardless their abilities or disabilities. Various studies highlight the lack of evaluation tools to support decision makers to enhance inclusive environments, especially complex constructions with various users as healthcare facilities. The research proposes a tool to evaluate the quality of building according to UD through a new set of objective indicators with a performance-based approach. METHODS: the tool has been developed through three main phases: 1. Analysis of the state of the art through a systematic literature review and workshops with stakeholders and experts; 2. Elaboration of the evaluation framework following the Multicriteria analysis methodology; 3. Application, to test and validate the tool in hospitals. RESULTS: the tool, named Design for All A.U.D.I.T., evaluates the level of UD analyzing Physical, Sensory-cognitive, and Social quality through a set of criteria specified by indicators and measurable requirements. The tool assesses the different healthcare environments through criteria and indicators to verify the level of appropriateness in terms of UD. The tool provides report with quantitative, qualitative and graphical information in plan of the facility status and design strategies. CONCLUSIONS: The study proposes an innovative evaluation system to determine the inclusion of hospitals, both for projects and for existing buildings. The flexible structure allows the tool to beapplied in different building typologies, currently adopted to identify hospital's weaknesses and setting priorities of intervention on inclusion.

Enhancing empathy through virtual reality: Developing a universal design training application for students.

The lack of empathy towards disability is a significant societal issue that hampers inclusivity and understanding. Many struggle to comprehend the daily challenges and experiences faced by people with disabilities, leading to ignorance, prejudice, and exclusion. However, empathy plays a pivotal role in addressing this problem and serves as the foundation for developing and creating better products, services, and environments. This article explores the potential of developing virtual reality (VR) applications to enhance students' empathy towards individuals with disabilities. By increasing empathy levels, students are expected to gain significant qualifications in universal design (UD). The full application development process covers the most suitable head-mounted display (HMD) set. The implementation methodology using the Unity programming platform, the approach adopted for conducting classes using the developed VR application, and the deployment stage. Testing was successfully conducted on a student population, receiving positive user feedback. Through the integration of VR technology, the authors thoroughly describe how to address the empathy gap and equip students with essential skills for inclusive and accessible design. The findings presented in this study provide valuable guidance for educators and developers interested in harnessing VR's potential to foster empathy and advance universal design practices. With the presented methodology and proposed application, the authors demonstrate the effectiveness of VR applications in elevating students' empathy levels, consequently enhancing their qualifications in universal design. Med Pr. 2023;74(3):199-210.

Universal design and empathic design for engineers.

This article explores the relevance of universal design and empathic design in education. The universal design focuses on creating accessible and usable products, environments, and systems for individuals with diverse abilities. Empathy, on the other hand, involves understanding and sharing the feelings of others, encompassing cognitive, emotional, and compassionate empathy. The article investigates the application of empathy in design, particularly its importance for engineers. Teaching empathy to engineers is emphasized as a crucial aspect. By developing empathic skills, engineers gain a deeper understanding of user needs and perspectives, leading to more inclusive and user-centered design solutions. Effective communication techniques such as asking open-ended questions, active listening, observation, and perspective-taking are explored to enhance empathy in communication. The article also explores methods for measuring empathy, thus enabling engineers to assess the effectiveness of their empathic design approaches. The challenges facing students, teachers, and university authorities in implementing such courses are also bulleted. Med Pr. 2023;74(3):211-25.

Universal Design in Education (UDE) Across the Life Course: Applying a Systems Framework to Create an Inclusive Experience for All.

The UN Convention on the Rights of Persons with Disabilities (UNCRPD) promotes the realisation of the right of persons with disabilities to education through Article 24 - Education. Universal Design in Education (UDE) fosters a whole systems approach so that the physical and digital environments, the educational services, and the teaching and learning can be easily accessed, understood and used, by the widest range of learners and by all key stakeholders, in a more inclusive environment. The whole systems approach incorporates the entire educational environment, as well as the recognition of the capacity for all learners (including persons with disabilities) to learn, and environments which are fully accessible and inclusive. This paper discusses methods whereby a systems approach can be applied to various aspects of education across the life continuum. It further advocates the inclusion of Universal Design as subject matter in curricula and assessment, to ensure a broader and more widespread adoption across the educational spectrum.

Analysing Italian Inclusive Education Practices in Relation to Universal Design for Learning Principles.

This study aims to investigate how teaching practices in the Italian inclusive education system align with the principles of Universal Design for Learning (UDL), which is aimed at providing access to education for all students, including those with disabilities. In line with Article 2 of the Convention on the Rights of Persons with Disabilities (CRPD), which requires states to promote Universal Design (UD) in all aspects of life, including education, this research examines the extent to which the Italian education system meets this requirement. The study involved teachers who participated in a course on inclusive education. The research was conducted in three phases, including the introduction of UDL, identification of teachers' perceptions and initial reactions to UDL, compilation of a questionnaire related to UDL checkpoints, and a focus group discussion on teachers' attitudes towards UDL and the use of information and communication technologies (ICTs) in the classroom. The analysis focused on the first UDL principle, "Provide Multiple Means of Representation," which emphasizes the need to present information in an accessible way to learners with disabilities. The findings revealed that despite not having previous training on UDL, teachers in the Italian inclusive education system use ICTs in their daily teaching practices to make knowledge accessible, which is in line with the UDL principles. However, the study also highlighted a lack of awareness and reflection on the use of ICTs in teaching, suggesting the need for specific training to enhance inclusive practices. This study contributes to the ongoing dialogue on inclusive education in Italy and highlights the importance of promoting UD principles in education to ensure that all learners, regardless of their abilities, have equal access to education. Furthermore, it underscores the significance of providing adequate training and support to teachers to facilitate inclusive practices and improve learning outcomes for all students.

I'm in Tales MOOC on Tangible User Interfaces and the UDL Model: A Case Study Design.

This paper presents the design and implementation of a Massive Open Online Course (MOOC) developed on Universal Design for Learning (UDL) principles within the I'm in Tales Erasmus Project, focused on Tangible User Interfaces (TUIs) and their potential in enhancing storytelling for inclusive education. The MOOC aims to equip educators with the knowledge and skills necessary to design and implement TUIs in educational settings, promoting their understanding of TUIs as tools for creating accessible and engaging storytelling experiences for all learners. The course follows a self-paced and independent learning approach, incorporating active, contextual, social, and reflective learning methods. Preliminary evaluation results are discussed, and further evaluation methods are planned to assess the MOOC's impact on educators' understanding of TUIs and their potential for inclusive education. The use case presented illustrates the practical application of TUIs in universally designed learning experiences. The study concludes that the MOOC provides a valuable resource for educators and learners interested in TUIs and their role in enhancing inclusive education.

Use of Universal Design for Learning Principles in a Public Health Course.

Background: Universal Design in Learning (UDL) is a pedagogical framework that increases accessibility in the classroom for students by offering structured flexibility regarding coursework. The main tenets of UDL are to: 1. provide multiple means of engagement; 2. provide multiple means of representation; and 3. provide multiple means of action and expression. Objective: This study aims to determine if students will use the extra options inherent in UDL if offered and if they are satisfied with the course that uses UDL. Methods: This study evaluates a maternal health course for first-year students that was designed using UDL principles and taught at Boston College in the spring semester of the 2021-22 academic year. The course included 26 students. Surveys and a focus group were used to gather both qualitative and quantitative data. Findings: All technological tools and learning options offered were used by at least some of the students. The majority of students submitted assignments via alternative format options and used non-traditional learning materials like podcasts and videos. Students rated their satisfaction with the course highly. During the focus group, students expressed that they appreciated the increased flexibility of having multiple ways to learn and show the knowledge they had acquired. Conclusions: UDL can work in an undergraduate-level public health course. Students learn well and are satisfied with courses when UDL is used for course design. Additional research needs to be done to determine if learning outcomes are impacted by the use of UDL and if UDL could be used in graduate-level public health courses as well.

A neuroanatomy lab practical exam format in alignment with the universal design for learning framework.

The traditional format for neuroanatomy lab practical exams involves stations with a time limit for each station and inability to revisit stations. Timed exams have been associated with anxiety, which can lead to poor performance. In alignment with the universal design for learning (UDL), Timed Image Question and Untimed Image Question exam formats were designed to determine which format supports student success, especially for those who performed poorly in the traditional format. Only the Untimed Image Question format allowed students to revisit questions. All three formats were administered in a randomized order within a course for three cohorts of medical students. When all students' scores were analyzed together, the type of format had no effect. However, when analyses were conducted only on students who performed poorly in the traditional format, the type of format had an effect. These students increased their score, on average, by at least one grade level in the Untimed Image Question format compared to the traditional format. Students who performed well in the traditional format maintained their A, on average, in the two new formats. More students indicated Untimed Image Question as their most preferred format after experiencing all three formats. Most students associated the inability to revisit questions with high levels of anxiety. A neuroanatomy lab exam format was therefore identified as consistent with the UDL framework such that all students, regardless of test anxiety levels, can equally demonstrate what they learned. This format allowed for unlimited time per question and ability to revisit questions.

Who Are We Building for? Tracing Universal Design in Urban Development.

Despite laws, policies, and political visions to create cities and societies for all, barriers still exclude people from using buildings and public places. The commitments made in global agreements such as the Convention on Rights for Persons with Disabilities (CRPD) and the 2030 Agenda for Sustainable Development require significant changes in urban planning to meet the variety of needs and conditions in the population. Implementing Universal Design (UD) in urban planning processes is one important step towards a society for all. Three recent studies in Sweden focused on UD in the urban development - how, where and what factors that supported or impeded UD along the planning and construction processes. The whole process, from signs in visionary programmes and development plans to process-related factors and visible results in the completed buildings and places, were analyzed from a UD perspective. The findings highlight three critical areas to pay particular attention to, when implementing UD in the built environment: Competing and contradictory interests, Critical choices and aspects and Images of the user. These challenges need to be addressed by all actors involved, together in a in a goal-oriented work, to reach common understanding on how an inclusive built environment can be designed and realized.

The Particular and the Universal. Reflections on Knowledge Production, Human Diversity and Human Rights in Universal Design.

This article discusses universal design as a concept and strategy in light of human diversity. Inspired by the German-American philosopher Hannah Arendt, plurality is understood as a condition of humanity. From this recognition of human diversity, the term 'universal' is analysed, focusing on the ambivalences inherent in the concept. I argue that universal design, as a human rights concept, must respond to human plurality and avoid the ableist risk of excluding persons and groups of people, when implementing universal design strategies. Interdisciplinary knowledge, education and skills are important for the practice of universal design. According to Article 4 of the Convention On The Rights Of Persons With Disabilities (CRPD), new research is needed to apply universal design strategies in different contexts. I then focus on disabling barriers in education and research. I conclude by arguing for developing a culture of access and embedding universal design strategies in disability research recognising the socio-cultural aspects and human plurality.

Universal Design and Communication Rights: Meeting the Challenge of Linguistic and Communicative Diversity.

This essay discusses Universal Design (UD) with respect to language and communication rights. Because Universal Design approaches aim at meeting human variability from the get-go, they must be able to address linguistic and communicative variability. Variability must individual variation in language functions and communication activities in the absence of disability and variability when speech, language or communicative disorders are present. Current conceptualizations of speech, language and communication disabilities take a person-centered approach and a bio-psycho-social framework of health and disease (WHO-ICF) that encompass three ontological domains: body functions and structures, activities, and participation. The framework crucially lists environmental factors that interact with each domain. I illustrate how UD can successfully be integrated with an ICF framework in the domain of speech, language and communication impairments; I then propose that the ICF model can be extended beyond disability to non-clinical populations and settings, to meet the communication rights for all.

Drawing on critical disability and universal design perspectives within occupational therapy.

BACKGROUND: Critical perspectives which focus on socio-political influences on occupation have gained increased attention within the occupational therapy profession. Critical disability studies (CDS) question prevailing assumptions about disability and how disabling ideologies and practices are perpetuated in society. Universal Design (UD) is a design approach that aims to operationalise issues of inclusion and justice. AIM: To identify and discuss how the tenets of CDS and UD can contribute to occupational therapy practice and research. METHODS AND RESULTS: Drawing on the writings of leading scholars within CDS, UD and occupational therapy, we demonstrate the intertwined barriers faced by disabled children, youth, and adults who have participated in our studies and provide ideas on how practice can be guided by the tenets of CDS and UD to promote social equity. CONCLUSIONS: Incorporating CDS and UD perspectives in occupational therapy practice and research requires a change in mindset and ways of working. Occupational therapy knowledge needs to be expanded to scrutinise disabling hindrances hidden within social and structural spaces, and implemented in services. We recommend working with disability communities to raise awareness and combat disabling barriers at various level of society, as mandated by policy.

Miscarriage Australia: the use of a human centered design approach to design and develop a website for those affected by miscarriage.

Background: Past research has shown that Australians affected by miscarriage want a website specific to both miscarriage and their local region that is accessible, comprehensive, evidence-based and informed by experts. The aim of this study was to design, develop and evaluate the Miscarriage Australia website using human centered design. Methods: A four stage human centered design approach was used to develop the Miscarriage Australia website which aimed to: (1) Understand the issue and why users need a website; (2) Define users' specific needs; (3) Design solutions to meet those needs; and (4) Evaluate the design by testing with end users. Across the four stages, various types of data and data analysis were developed and utilized including interviews, desktop research, development of personas and tone of voice, followed by usability testing. Process and content were guided by designers, developers and an expert advisory committee of key stakeholders. Results: Analysis and synthesis of user research across Stages 1 and Stage 2 found 11 key themes pertaining to user's miscarriage experiences and support needs. Using the themes, common experiences, goals, motivations and behaviors of users were identified and similar user types grouped and used to inform the development of two personas. Using the personas and user research findings, design elements (Stage 3) including the "tone of voice guidelines" were developed recommending the Miscarriage Australia website be calm, empathetic, hopeful and authoritative. The tone of voice guidelines guided branding and over 100 pages of content was informed by the research team and reviewed by a 13-member Expert Clinical Advisory Committee over two rounds to ensure it was evidence based and reflected best practice. Using a contextual inquiry approach, usability testing was undertaken with 8 end users to test a low fidelity mockup and high-fidelity prototype of the website. Overall, end users reported the website was highly acceptable in terms of the design, content, layout, language and terminology, describing it in line with the intended tone of voice. Users reported the website was easy to use and navigate and provided useful and appropriate content and resources. Minor areas for improvement included slight changes to specific images, improved links for navigating sections, and a title change to one section heading. Conclusion: The Miscarriage Australia website was successfully implemented and commended by users as meeting their needs. As a result of using human centered design, the Miscarriage Australia website provides an ideal template or blueprint on how to develop a successful and useful digital resource for users, particularly around sensitive women's health issues.

A universal design of turn-on fluorescent aptasensor based on luminescent MOFs: Application for the detection of bisphenol A in water, milk and chicken samples.

A universal design of turn-on fluorescent aptasensor based on aptamer functionalized gold nanoparticles (AuNPs) and luminescent metal-organic frameworks (LMOFs) complex (AuNPs-Apt/NH2-MIL-125(Ti)) was realized for bisphenol A (BPA) detection. LMOF NH2-MIL-125(Ti) was prepared using facial hydrothermal method. BPA aptamer functionalized AuNPs were prepared and adsorbed on the surface of NH2-MIL-125(Ti) to obtain platform of the fluorescent aptasensor. The fabrication process, sensing performance and applicability of the proposed aptasensor were characterized and investigated carefully. Linear detection range of the constructed aptasensor was from 1 × 10-9 mol L-1 to 1 × 10-4 mol L-1 with good selectivity, repeatability, stability and reproducibility under optimal experimental conditions. Meanwhile, the fluorescent aptasensor was successfully utilized for BPA detection in real samples with the recoveries of 95.80%-103.12%. The proposed aptasensor based on AuNPs-Apt/NH2-MIL-125(Ti) holds significant potential for BPA detection in environmental and food samples, promoting the construction and application of LMOFs-based aptasensor.

Teaching science with the "universal language" of music: alignment with the Universal Design for Learning framework.

The idea of teaching science through music has undeniable appeal in implying that learning can be engaging and fun while also covering content efficiently. Indeed, there is little doubt that songs can be uniquely memorable, suggesting mnemonic options for core content. However, many classroom implementations of science music have limitations such as an overemphasis on rote memorization, rather than a constructivist building of understanding. In this brief review, we ask how music might facilitate the learning of science content in a manner consistent with the well-known pedagogical framework of Universal Design for Learning (UDL). In our view, UDL suggests certain distinct possible benefits of incorporating music into curricula, leading us to propose four models of practice. These four models are as follows: 1) students enjoy music together, 2) students critically analyze songs as texts, 3) students creatively augment existing songs, and 4) students create new songs. Model 1 can contribute to an inclusive learning environment, while models 2-4 can encourage cognitively rich active learning, and models 3-4 can additionally help students channel scientific understanding into the creation of authentic products. We conclude with comments on logistical issues that arise in implementing these four models, including the use of appropriate rubrics and the prioritization of artistic quality.NEW & NOTEWORTHY Instructors and students often find it fun to incorporate music into science classes. However, the casual usage of music in this context can unintentionally convey that science courses are mostly about memorizing scientific facts. In this article, the authors argue for a more nuanced approach to teaching science with music, rooted in Universal Design for Learning (UDL).

An investigation of universal design (UD) features in Indian household products.

BACKGROUND: Universal design (UD) is a beneficial concept for better accessible design to improve easy approachability and industry-standard products. Specifically, Indian household products require UD features in domains such as bathroom and toilet, furniture, kitchen utilities, and home appliances. Among household product design in India, a lack of understanding of the product's universality might be a constraint for product designers. Also, there are no studies assessing the UD features of Indian household products. OBJECTIVE: (1) To examine the UD feature of Indian household products against the seven principles of UD; (2) To determine the most lacking UD feature among Indian household products; and (3) To find out the Indian household categories (i.e., bathroom and toilet, furniture, kitchen utilities, and home appliances) which are most lacking in UD performance. METHOD: The UD features were evaluated using a standardized questionnaire, which contains 29 questions on UD principles and general questions (gender, education level, age and house characteristics). Using statistical packages, the data were computed for mean and frequency distribution, as well as analyzed to achieve the objectives. The analysis of variance (ANOVA) was performed for comparative analyses. RESULTS: The results indicate that the "flexibility in use" and "perceptible information" principles were lacking among the Indian household products. Also, bathroom and toilet and furniture household products were most lacking in UD performance. CONCLUSION: The findings of this research will enlighten the insights into the usefulness, usability, safety, and marketability of Indian household products. In addition, they will be helpful in promoting UD features and obtaining financial benefits from the Indian market.

Improving Clinician Well-being and Patient Safety Through Human-Centered Design.

This Viewpoint discusses the need for clinicians to be involved in every stage of the development of patient safety interventions in order to not only improve patient care, but also maximize the interventions' effectiveness and ensure clinician well-being and buy-in.

Universal Design of Luciferase Fusion Proteins for Epigenetic Modifications Detection Based on Bioluminescence Resonance Energy Transfer.

Global hypomethylation and promoter hypermethylation of tumor-suppressor genes are the hallmarks of cancer. We previously reported a global DNA methylation level sensing system based on dual-color bioluminescence resonance energy transfer (BRET) using methyl-CpG binding domain (MBD)-fused firefly luciferase (Fluc) and unmethyl-CpG binding domain (CXXC)-fused Oplophorus luciferase (Oluc). Moreover, BRET-based hydroxymethylation and hemi-methylation level sensing systems have been developed using hydroxymethyl-CpG and hemi-methyl-CpG binding domain-fused Fluc. These studies suggest that target epigenetic modifications can be simultaneously quantified using target-modification-binding protein-fused luciferases. In this study, we focused on the SnoopTag (SnT)/SnoopCatcher (SnC) protein ligation system to establish a universal design for fusion protein construction for any combination. SnT spontaneously forms an isopeptide bond with SnC; therefore, any kind of fusion protein would be constructed by the SnT/SnC system. To establish the proof of concept, MBD-SnT, CXXC-SnT, and SnC-Oluc were prepared and ligated MBD-SnT or CXXC-SnT to SnC-Oluc. The ligation products of MBD-SnT-SnC-Oluc and CXXC-SnT-SnC-Oluc showed luciferase activity and specific binding activity to methyl-CpG and unmethyl-CpG, respectively. The BRET signal using MBD-SnT-SnC-Oluc and CXXC-SnT-SnC-Oluc increased the amount of methyl-CpG and unmethyl-CpG in genomic DNA, respectively. There was a significant negative correlation between the BRET signals; therefore, the global DNA methylation level was quantified using the BRET signals (R2 = 0.99, and R.S.D. <3.5%). These results indicate that the SnT/SnC protein ligation system can be utilized to construct target modification-binding protein-fused luciferases in any combination that detects target modifications in genomic DNA based on BRET.

Universal design for learning in anatomy education of healthcare students: A scoping review.

There are concerns among healthcare practitioners about poor anatomical knowledge among recent healthcare graduates. Universal Design for Learning (UDL) is a framework developed to enhance students' experience of learning and help students to become motivated learners. This scoping review identified whether UDL has been utilized in third level healthcare education and if so, whether it had been used to enhance student motivation to study anatomy. Seven online databases were searched for studies reporting the use of UDL in the curricula of medical, dental, occupational therapy (OT) or speech and language therapy (SLT) programs. Studies were screened for eligibility with set inclusion criteria. Data were extracted and analyzed. Analysis revealed that UDL was not specifically mentioned in any of the studies thus there are no published studies on UDL being formally applied in healthcare education. However, the authors identified 33 publications that described teaching methods which aligned with UDL in anatomy curricula and a thematic analysis yielded four main themes relating to teaching strategies being employed. Universal design for learning was not mentioned specifically, indicating that educators may not be aware of the educational framework, although they appeared to be utilizing aspects of it in their teaching. The review revealed that there is a lack of research concerning the anatomy education of OT and SLT students. The role of UDL in enhancing motivation to learn anatomy in medical, dental, OT and SLT programs has yet to be explored.